Бакалавриат
2022/2023
Профессиональная деятельность преподавателя иностранного языка
Статус:
Курс по выбору (Иностранные языки и межкультурная коммуникация)
Направление:
45.03.02. Лингвистика
Кто читает:
Школа иностранных языков
Где читается:
Школа иностранных языков
Когда читается:
3-й курс, 2, 3 модуль
Формат изучения:
без онлайн-курса
Охват аудитории:
для своего кампуса
Преподаватели:
Сорокина Елена Владимировна
Язык:
английский
Кредиты:
5
Контактные часы:
36
Course Syllabus
Abstract
This practice-oriented course is aimed at preparing students for effective teaching in different contexts both offline and online. The range of topics covered in this course includes, but is not limited to, instructional design, classroom management, teacher-student and student-student interaction, classroom assessment and feedback, teacher effectiveness and professional development. By completing a wide range of diverse individual and group activities throughout the course, students will not only get the opportunity to practice the core teaching skills, but will also develop a set of language teachers’ professional problem-solving and critical thinking skills. The collaborative learning environment will prompt students to practice reflective teaching and explore their own teaching style.
Learning Objectives
- Knowing the key terminology used in English language teaching, applying this terminology in planning and teaching;
- Extending their knowledge and awareness of those aspects of language which are relevant to their professional practice;
- Consolidating and refining their planning and their practical classroom skills;
Course Contents
- Фидбэк. Корректирование ошибок.
- Classroom management
- Giving Instructions
- Assessment and Feedback in ELT
- Classroom Dynamics
- Student-centered teaching.
- Current approaches to assessment.
- Personal development
- Tests and testing. Psychometric characteristics of tests.
- The Role of a Teacher
- Giving instructions
- The role of a teacher
- Classroom dynamics
- Assessment and feedback
- Professional development of a language teacher
Assessment Elements
- Continuous assessmentContinuous assessment is conducted throughout the whole period of study and is made up of grades for quizzes, class participation, and regular home tasks.
- Assignment 1 (Lesson Analysis)If a student does not submit the assignment on a due date, they may submit it within a week after the due date, but they will lose three points off their final grade for this assignment.
- Assignment 2 (Giving Instructions)Students write a script of how they would give instructions to three complex activities in the ELT classroom. Each set of instructions is assessed on a ten-point scale.
- Assignment 3 (Assessment)This is an integrated reading-into-writing task where students assesss an essay written by a learner of B1/B2 level of English (CEFR), using Cambridgr writing performance assessment scale.
- Assignment 4 (Feedback)students synthesise the information about student’s performance obtained when assessing his/her written work and write a feedback comment to the student of no shorter than 100 words.
- Assignment 5 (Reflective essay)Students write a reflective analysis of a study situation which occurred during their teaching placement or internship. Students need to substantiate their analysis by citing ELT experts from reputed sources.
- ExamStudents will receive two problematic situations which may take place in the language teaching classroom. Students are to write an extended comment, in which they are to interpret the problem (answer the question ‘So what?’), speculate upon possible reasons and solutions.
Interim Assessment
- 2022/2023 3rd module0.1 * Assignment 3 (Assessment) + 0.25 * Exam + 0.1 * Assignment 5 (Reflective essay) + 0.1 * Assignment 4 (Feedback) + 0.125 * Continuous assessment + 0.1 * Assignment 2 (Giving Instructions) + 0.1 * Assignment 1 (Lesson Analysis)
Bibliography
Recommended Core Bibliography
- Ellis, R. (2017). Oral corrective feedback in language teaching: A historical perspective. https://doi.org/10.21897/25394185.1482
- Jeong-Bae Son. (2018). Teacher Development in Technology-Enhanced Language Teaching. Palgrave Macmillan.
- Zhao, W. (2016). Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course. English Language Teaching, 9(5), 214–224. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1099634
Recommended Additional Bibliography
- Yaman, S. (2016). Study on Reflection as a Source of Teacher Development: Pre-Service and Experienced Teachers. Educational Research and Reviews, 11(7), 437–448.